Standard 13: Individual teaching faculty members:

• Operate with integrity in their dealings with students and colleagues.
• Keep their own knowledge current with the continuing development of their teaching disciplines.
• Actively involve students in the learning process.
• Encourage collaboration and cooperation among participants.
• Ensure frequent, prompt feedback on student performance.

[INDIVIDUAL FACULTY EDUCATIONAL RESPONSIBILITY]

Basis for Judgment:

• The school has processes to encourage, support, and assess faculty members in their own knowledge development.
• The school’s programs actively involve students in the learning process. Peer review teams should consider the totality of the learning experience (in-class, extracurricular, technology-based, etc.). The following are examples of ways students may be involved in their education:
     -Student involvement in the formulation and solution of business or management
       problems.
     -Continuing tutorial support including frequent student recitations.
     -Opportunities for continuous interaction through technology-based learning.
     -Mentored reflection on problem solving and issues resolution activities.
     -A pervasive commitment to two-way, interactive discussions for instruction.
• The school’s programs involve collaboration and cooperation among participants in the educational process (in class, in extracurricular activities, or in the on-going governance activities of the school). To assess how much collaboration and cooperation occurs in the unit, review team members should consider the following, paying special attention to their connection with the learning agenda:
     -Group-based activities assigned in classes or designed into extracurricular or
       governance activities.
     -Continuing informal group activities.
     -The extent to which faculty demonstrate their own commitment to learning by participating in group activities that include, or are visible to, students.
• The school’s programs involve feedback: formal or informal, in class, in small group activities, or in one-on-one discussions. To assess promptness and pervasiveness of feedback for students, peer review team members should consider the following:
     -To what extent students have opportunities to understand their levels of knowledge
      and skills.
     -The formative content of the evaluations.
     -The extent to which students are encouraged to reflect on their performance and the feedback
      given on it.

Guidance for Documentation:

• Provide examples through course syllabi, course project descriptions, learning products, and other descriptive materials that demonstrate:
     -Active student involvement.
     -Collaborative learning experiences.
     -Frequent, prompt, and accurate feedback.
• Document faculty development activities that support continuous improvement in instructional methods.